play and learn with learners to early form your design decisions
DESCRIPTION
The design of the TERENCE adaptive system and learning material, in particular, the feedback of the system to its learners, heavily rely on the user requirements emerging from the analysis of the context of use. This was specified via data gathered from domain experts and educators, as well as from learners themselves, in their school environment. These are young children, many and at school and hence the data gathering for them was gamified so as to engage them as best as possible. The results were picked up in the form of personas (and requirements) for informing the design and development of the adaptation mechanism and learning material. The slides presents an overview of this.TRANSCRIPT
Play and Learn about Your Learners
to Early Form your TEL Design
T. di Mascio, R. Gennari, A. Melonio, P. Vi@orini I. Marenzi
18.09. 2013 / Paphos, Cyprus TEFA Workshop
Thread -‐ Outline
STEP I – Introduc/on: the TERENCE design methodology and context of use analysis
STEP II – The design of adaptaLon and learning material
STEP III – The adapta/on process
STEP IV – The end: conclusions
The TERENCE Project TERENCE is a 3-‐year collabora/ve project ‣ of the FP7 framework ‣ for Technology Enhanced Learning (TEL) ‣ with 12 partners and 2 consultants
‣ for developing an Adap/ve Learning System (ALS) ‣ that recommends, to its users, its learning material ‣ stories and games
‣ and learning tasks ‣ reading and playing
‣ to sLmulate their reading comprehension
UCD and EBD TERENCE mixes two design methodologies: o the user centred design (UCD), that is iteraLve and places users at the centre of the design process for a@aining usability;
o the other, the evidence based design (EBD), that stresses the role of empirical evidence for a@aining pedagogical effecLveness.
TERENCE: UCD + EBD inizio
no
rilascio
sìok?
raccolta e analisi requisiti
progettazione e sviluppo
valutazione
user requirements
evaluation
design and development
start no yes
release
Gamified data gathering for context of use
From context of use to design Classes: 1. the data gathered via gamified field studies
were enriched with data coming from contextual inquiries with domain experts and teachers concerning
– cogniLve skills for reading comprehension 2. all such data were analysed and used to
create user classes, in parLcular, learner classes, that describe the relevant user characterisLcs, environment and other relevant requirements for interacLng with the TERENCE ALS
Personas: 1. for each class of user, we created a persona 2. a persona (see right figure) vividly depicts the
user requirements for the design of 1. the learning material 2. the adaptaLon
of the TERENCE ALS
Thread -‐ Outline
STEP I – Introduc/on: the TERENCE design methodology and context of use analysis STEP II – The design of the adaptaLon and learning material STEP III – The adapta/on process STEP IV – The end: conclusions
Relevant bio informa/on
Age range younger, older
Gender male, female
Reading comprehension 4 levels
Deafness with/without cochlear implants,…
Area urban, rural
Learner CharacterisLcs for AdaptaLon
Avatar: age, gender and area affect the type of preferred avatar (field studies, Le_FR_29):
– all, independently of their age, prefer human-‐like avatars to fantasy or animal avatars ‣ to all, present first human-‐like avatars
– female learners definitely prefer fantasy avatars to animal avatars ‣ if female learner then present fantasy animals before animal avatars
– older children prefer photorealisLc avatars, contrary to younger children ‣ if older then present photorealisLc avatars as first, else vice-‐versa
Learner CharacterisLcs for AdaptaLon
ISTC-CNR Sep 13th 2012
Relevant bio informa/on
Age range younger, olders
Gender male, female
Reading comprehension 4 levels
Deafness with/without cochlear implants,…
Area urban, rural
Learner CharacterisLcs for AdaptaLon
Learner CharacterisLcs for Game Level Design
Design of game levels for learners according to the cogniLve learner requirements specified via contextual inquiries with experts
Learner Level
Smart Games
Character Time Causality
Who What Before-‐Aeer
Before-‐While
While-‐Aeer
Before-‐While-‐Aeer
Effect Cause Cause-‐Effect
Level 1 X X X X X X
Level 2 X X X X X X X X
Level 3 X X X X X X X X X
Level 4 X X X X X X X
more difficult
mor
e sk
illed
Learner CharacterisLcs for Feedback Design
An example of visual-‐feedback design according to the cogniLve learner requirements specified via contextual inquiries with experts—rely on visuo-‐perceptual skills
visual interaction
feedback visual explanatory
feedback
Thread -‐ Outline
STEP I – Introduc/on: the TERENCE design methodology and context of use analysis STEP II – The design of the adaptaLon and learning material STEP III – The adapta/on process STEP IV – The end: conclusions
A Walk Through – Log in
Task: logging in
A Walk Through – Choose your Avatar
Task: choosing one’s avatar, the learner’s guide through the system
A Walk Through – Read
A Walk Through – Play
Thread -‐ Outline
STEP I – Introduc/on: the TERENCE design methodology and context of use analysis STEP II – The design of the adaptaLon and learning material STEP III – The adapta/on process STEP IV – The end: conclusions
Conclusions o The project is an ICT project but highly mulL-‐disciplinary – cogniLve psychologists, therapists, computer scienLsts, sw engineers, human-‐machine interacLon experts
o and has produced – learning material – adaptaLon rules
based on user requirements, iniLally specified by analysing the context of use (also) with gamified field studies with children o The project is at the end of the third year, finishing the large-‐scale evaluaLon
http://hixwg.univaq.it/terence/2nd-release/